Essay On Childhood Depression
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Essay On Childhood Depression
Children behave differently due to a myriad of reasons (Miller, 2010). Some of the child behavior problems include aggression such as throwing tantrums, poor socialization or being introverts, refusing to pay attention to others while talking and physical assault. In most cases, child behavior is influenced by family background (Douglas, 1989). In this case, the parent should take full responsibility of the child at home in order to curb such behavior. Children who reign from divorced families experience distorted behavior (Matheson & Matheson, 2000). This is mainly due to the lack of affection from either of the parent. Inappropriate behavior in the classroom contributes largely to the disruption of the learning process (Douglas, 1989). Childhood behavior may escalate to levels that are intolerable. There are several root causes of child misbehavior which reflect in the classroom environment (Miller, 2010). This paper is an in-depth analysis of childhood misbehavior and what contributes to the deviance. The paper also examines the appropriate strategies that will help to combat the behavior.
Summary of Research information
The destructive behavior in children is not directly linked to the instructors. In most cases, the teacher or the instructor tend to personalize the issue, having a feeling of being the cause of the problem (Veeraraghavan, 2006). Behavior evaluation is essential in developing the strategies for preventing child behavior problems (Douglas, 1989). There are several root causes of the behavior problems among children. The upbringing of the child at home contributes to behavior problems (Matheson & Matheson, 2000). There is common notion of spoiling children at home. When the child is within the school environment, he or she faces great hurdles due to lack of an opportunity to be self-reliant.
Disorders such as Attention-deficit hyperactivity disorder (ADHD contributes to behavioral problems among children. There are children who develop behavioral disorders due to need for attention. This forms a common problem for children whose parents have little time for their children (Bauer & Webster-Stratton, 2006). The child realizes that the only way to get the attention is to perform some acts in class. This includes noise making, pinching others and answering back to the teacher. Another cause of childhood behavioral problem is medical in nature. Sensory integration Dysfunction, as a neurological disorder contributes the behavioral problems in class (Veeraraghavan, 2006). Children with such disorder exhibit the following; dismantling objects, distorted attention and being distracted easily by background noises (Miller, 2010).
A Research on Medication
A teacher is charged with the primary responsibility of helping the students learn. Learning process in chaotic environment is not possible (Bauer & Webster-Stratton, 2006). Childhood misbehavior still remains a challenge in creating and maintaining a conducive and productive environment (Matheson & Matheson, 2000). The influence of the teachers in student behavior cannot be undermined. This is when they form personal touch with the child. Appropriate behavior is influenced by proper behavior management (Veeraraghavan, 2006). The management systems that will help in curbing the behavior problems need to be flexible enough in meeting the dynamism within the class environment.
Changing the childhood misbehavior is a step wise process. Defining the type of the misbehavior provides an incomplete picture. It does not help much in preventing the misbehavior problems (Matheson & Matheson, 2000). There are several strategies that will help parents and teachers in managing the behavior problems among children.
The first step in managing the behavior problems is to understand the function of the problem. This is because most of the behavior problems occur for a reason. A child may behave differently to get attention (Bauer & Webster-Stratton, 2006). The second step is to assess the behavior in order to ascertain its function. In order to understand the behavior function it is good to know what was happening before in the classroom environment that necessitated the development of the events. After assessing the behavior function the teacher may advise the student to follow the classroom rules and guidelines (Miller, 2010). The classroom rules should be precise, measurable and clear (Veeraraghavan, 2006). Repeated behavior in the classroom necessitates a change in the teaching process such as providing intensive instruction (Bauer & Webster-Stratton, 2006). This is termed as pre-correction and it is a preventive approach. There are several prevention strategies, which help reduce the occurrence of behavioral problems among children. The classroom environment should be conducive for learning. This is by avoiding triggers that contribute to such behavior for instance noisy crowds and avoiding reprimands (Bauer & Webster-Stratton, 2006). The curriculum should be modified to include motivational process and adjusting the difficulty of the assignments. Prevention also involves designing social supports for instance having positive role models. Engineering of the classroom can help in reducing instances of child behavior problems. This involves changing the sitting arrangement and placing the rules where every child can see.
This study is an eye-opener to the behavior problems in children. The behavior problems in children have a direct link to the upbringing at home (Veeraraghavan, 2006). The modern society has created a situation in which the teacher plays the parental role (Miller, 2010). This is overwhelming to the teacher due to the massive duties. Child behavior problems can be prevented through an all-inclusive approach. Further research should focus on the influence of student-teacher relationship in curbing the deviant behaviors. Research in activities that contribute to self-regulation is needed to promote self-monitoring especially to the child.
Bauer, N. S., & Webster-Stratton, C. (2006). Prevention of behavioral disorders in primary care.
Douglas, J. (1989). Behaviour problems in young children: Assessment and management. London: Tavistock/Routledge.
Matheson, D., & Matheson, C. C. (2000). Educational issues in the learning age. London: Continuum.
Miller, L. (2010). Practical behaviour management solutions for children and teens with autism: The 5P approach. London: Jessica Kingsley Publishers.
Veeraraghavan, V. (2006). Behaviour problems in children and adolescents: A guide to parents, teachers and mental health professionals. New Delhi: Northern Book Centre.